Girls in STEM: Remove the Fear, Make it Fun, Learn from a Mentor

Women's roles have been limited due to social norms and other factors, resulting in low representation in many fields, incredibly male-dominated sectors such as energy. A critical factor for this inequality globally, specifically in Southeast Asia, is the sparse number of women in Science, Technology, Engineering, and Mathematics (STEM) education in the first place. The USAID Enhancing Equality in Energy for Southeast Asia (USAID E4SEA) Activity is working to tackle the challenges and is cooperating with several regional organizations that work on gender, energy, climate change, and STEM to increase the opportunities for girls and women in the energy sector through STEM.

Education is the first place to look for critical findings, and The Southeast Asia Ministers of Education Organization (SEAMEO) is an ideal partner to start such a conversation. Founded in 1965, SEAMEO is a leading intergovernmental organization of eleven Southeast Asian countries. One of SEAMEO’s Centers working on STEM is the SEAMEO Regional Centre for Science Technology Engineering and Mathematics Education (SEAMEO STEM-ED). SEAMEO STEM-ED is actively working on reducing barriers for girls to access education in STEM and promoting their participation in industries and jobs traditionally mainly encouraged for boys.

The E4SEA Activity secured a partnership with SEAMEO STEM-ED. One of the first collaborations was South-South Knowledge Exchange -- “Girls & STEM for a Sustainable Energy Sector in SE Asia,” on March 31, 2022, from 19:00 – 20:15 (GMT +7).  This knowledge exchange also brought Enjoy Science, a public-private partnership program by Chevron Thailand that aims to strengthen Thailand’s competitiveness and innovation by improving science, technology, engineering, and math (STEM) education.  The exchange discussed how girls and young women could have greater access and prospects in STEM and energy careers. 

The knowledge exchange further confirmed some important girls and STEM-related findings of E4SEA’s focus group discussions held in three Southeast Asian countries – Indonesia, the Philippines, and Thailand.  During the focus groups, students indicated that they retain and better understand STEM when the learning process includes practical experiments and investigation.  Another topic of the knowledge exchange was the importance of female role models.  Two such role models provided insights into their life experiences and journeys in STEM.

SEAMEO STEM-ED’s speaker Dr. Kessara Amornvuthivorn, Program Director, shared her success in promoting evidence-based teaching, especially in primary education. Duantem Voradejviseskrai, a Chevron Asia South Business Unit (ASBU) Wells Manager, provided insights about her experiences as a female engineer for over two decades in the energy industry.  She reflected on family influences, education, role models, and requisite self-assurance that inspired her STEM journey to a career in energy.  Their presentations were followed by a discussion and question and answer session about the unique aspects of STEM for girls and for women who work in the energy sector. 

SEAMEO STEM-ED discussed the “fear factor” of girls studying the hard sciences, which can inhibit their pursuing a higher education focusing on STEM.  To overcome this, they have introduced curricula that support inquiry-based learning.  This learning practice allows students to work in groups, to learn through investigation and hands-on experience, rather than a more traditional approach of memorizing formulas and theories. Group learning lets them reflect on what they have observed and exchange ideas with each other. They also encourage early informal STEM learning and the application of STEM to real life.  “Fearless” STEM learning also requires proper investment in scientific equipment to accompany the curricula.

Chevron Enjoy Science shared that for young learners, simplifying the STEM coursework and curriculum to be fun and competitive and even gamifying learning tools encourages students to overcome the fear of hard sciences and gain career inspiration. Enjoy Science also shared their survey results which showed that girls get better in STEM class when they have a co-learner (or “buddy”). 

Chevron has seen that there have been more female applicants for traditionally male-dominated positions, owing to changing norms that enable women to pursue their dream careers.  Chevron takes a purposeful approach to foster a diverse environment and inclusive culture in the workplace, allowing women to be comfortable in male-dominated places such as power plants or off-shore drilling sites. They’ve found that role models are essential for empowerment. A mentor with experience working in such an environment can provide insights to a new hire, boosting the new hire’s comfort level and confidence.  Having women in leadership roles as mentors to recent graduates strengthens the likelihood that women will enter the energy sector workforce using their STEM education and continue in the sector throughout their careers.
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Despite the gender biases in society, it is crucial not only for the teachers and role models to actively advocate for STEM but also to include everyone in the community as an ally, to overcome negative attitudes, and empower women in male-dominated fields, especially energy, for the long term. STEM, as a critical 21st-century skill, is not a lone journey for girls; it is a benefit for all.